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Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
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What this work says
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inferred← citeshttps://doi.org/10.1016/j.tine.2020.100145openalex-snapshot
Why do teachers believe educational neuromyths?
inferred← citeshttps://doi.org/10.1016/j.tine.2021.100155openalex-snapshot
A cross-sectional study of neuromyths among teachers in a Caribbean nation
inferred← citeshttps://doi.org/10.1016/j.tine.2021.100157openalex-snapshot
A scoping review of research on neuroscience training for teachers
inferred← citeshttps://doi.org/10.1016/j.tine.2022.100192openalex-snapshot
Tenacious educational neuromyths: Prevalence among teachers and an intervention
inferred← citeshttps://doi.org/10.1016/j.tine.2023.100218openalex-snapshot
Neuromyths about neurodevelopmental disorders in Chilean teachers
inferred← citeshttps://doi.org/10.1016/j.tine.2023.100219openalex-snapshot
Neuromyths: Misconceptions about neurodevelopment by Italian teachers.
inferred← citeshttps://doi.org/10.1016/j.tine.2024.100221openalex-snapshot
Educational neuromyths and instructional practices: The case of inclusive education teachers in Hong Kong
inferred← citeshttps://doi.org/10.1016/j.tine.2024.100228openalex-snapshot
Neuroscience literacy and evidence-based practices in pre-service teachers: A pilot study
inferred← citeshttps://doi.org/10.1016/j.tine.2024.100234openalex-snapshot
Eye-tracker and fNIRS: Using neuroscientific tools to assess the learning experience during children's educational robotics activities
inferred← citeshttps://doi.org/10.1016/j.tine.2024.100235openalex-snapshot
Where did pre-service teachers, teachers, and the general public learn neuromyths? Insights to support teacher training
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100247openalex-snapshot
Early childhood educators’ use of neuroscience: Knowledge, attitudes, self-efficacy and professional learning
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100249openalex-snapshot
In-service teachers’ neuroscience literacy in Hungary: A large-scale cross-sectional study
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100250openalex-snapshot
Seen through teachers’ eyes: Neuromyths and their application in Malaysian classrooms
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100251openalex-snapshot
Previous neuroscience exposure predicts self-efficacy among undergraduate students
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100254openalex-snapshot
What do Chinese psychology majors know about brain research?
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100255openalex-snapshot
Large language models outperform humans in identifying neuromyths but show sycophantic behavior in applied contexts
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100260openalex-snapshot
Pre-service teachers’ misconceptions about brain and mind–prevalence and predictors
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100263openalex-snapshot
Predicting neuromyths among counselors and counselor educators
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100264openalex-snapshot
Belief in neuromyths among primary school teachers: A cross-national study of 11 countries
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100269openalex-snapshot
Do neuroscience knowledge and attitudes differ across pre-service and in-service teacher groups? Evidence from teacher education programs in China
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100273openalex-snapshot
Prevalence of educational myths among Ecuadorian teachers
inferred← citeshttps://doi.org/10.1016/j.tine.2026.100278openalex-snapshot
The prevalence of neuromyths among Turkish parents: sources, purchase intentions, and effects on educational strategies
inferred← citeshttps://doi.org/10.1016/j.tine.2026.100279openalex-snapshot
Neuroscience beliefs in education among teachers in Argentina and other Latin American countries: predictors and comparisons to experts’ perspectives
inferred← citeshttps://doi.org/10.1016/j.tine.2026.100284openalex-snapshot
Why do psychology students believe in neuromyths? A study of personality, contextual and cognitive predictors
inferred← citeshttps://doi.org/10.1016/j.tine.2026.100298openalex-snapshot
Are learning strategies recommended by teachers aligned with the science of learning?
inferred← citeshttps://doi.org/10.1016/j.tsc.2024.101666openalex-snapshot
Creativity knowledge of classroom teachers: Predictors and correlates
inferred← citeshttps://doi.org/10.1016/j.tsc.2026.102156openalex-snapshot
Linking creativity myths and facts to creative teaching behavioral intentions: The role of creative mindsets in pre-service teachers
inferred← citeshttps://doi.org/10.1017/s0140525x14000697openalex-snapshot
Mind, brain, and teaching: Some directions for future research
inferred← citeshttps://doi.org/10.1017/s1366728926101503openalex-snapshot
Foreign language effect and neuromyth discernibility: Framing and information richness as moderators
inferred← citeshttps://doi.org/10.1017/sjp.2020.24openalex-snapshot
Can Research Contribute to Improve Educational Practice?
inferred← citeshttps://doi.org/10.1024/1010-0652/a000299openalex-snapshot
Where do pre-service teachers' educational psychological misconceptions come from?
inferred← citeshttps://doi.org/10.1024/1010-0652/a000345openalex-snapshot
Meta-analyses as a privileged information source for informing teachers' practice?
inferred← citeshttps://doi.org/10.1037/a0037478openalex-snapshot
Matching learning style to instructional method: Effects on comprehension.
inferred← citeshttps://doi.org/10.1037/edu0000366openalex-snapshot
Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth.
inferred← citeshttps://doi.org/10.1037/xap0000258openalex-snapshot
The effectiveness of refutation texts to correct misconceptions among educators.
inferred← citeshttps://doi.org/10.1038/nrn3817openalex-snapshot
Neuroscience and education: myths and messages
inferred← citeshttps://doi.org/10.1038/s41539-023-00190-xopenalex-snapshot
Beware the myth: learning styles affect parents’, children’s, and teachers’ thinking about children’s academic potential
inferred← citeshttps://doi.org/10.1038/s41539-026-00413-xopenalex-snapshot
Toward a unified vocabulary for embodiment research challenges and solutions
inferred← citeshttps://doi.org/10.1044/2023_lshss-22-00199openalex-snapshot
Conceptions and Misconceptions: What Do School-Based Speech-Language Pathologists Think About Dyslexia?
inferred← citeshttps://doi.org/10.1057/s41599-023-02117-8openalex-snapshot
Impact of an evidence-based training for educators on bystander intervention for the prevention of violence against LGBTI+ youth
inferred← citeshttps://doi.org/10.1057/s41599-023-02412-4openalex-snapshot
Prevalence of neuromyths among students and pre-service teachers
inferred← citeshttps://doi.org/10.1057/s41599-025-05470-yopenalex-snapshot
Educational myths among teachers: prevalence and refutational intervention for belief change
inferred← citeshttps://doi.org/10.1080/00131857.2017.1395736openalex-snapshot
Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths: A call for remedial action
inferred← citeshttps://doi.org/10.1080/00131881.2013.844947openalex-snapshot
Neuromyths in education: what is fact and what is fiction for Portuguese teachers?
inferred← citeshttps://doi.org/10.1080/00131881.2016.1272429openalex-snapshot
What we know now: education, neuroscience and transdisciplinary autism research
inferred← citeshttps://doi.org/10.1080/00220485.2017.1285735openalex-snapshot
Students' persistent preconceptions and learning economic principles
inferred← citeshttps://doi.org/10.1080/00220973.2024.2358480openalex-snapshot
Do Reading Goals Make a Difference for Refutation Text Effectiveness?
inferred← citeshttps://doi.org/10.1080/00228958.2022.2039520openalex-snapshot
Learning Styles Are Out of Style: Shifting to Multimodal Learning Experiences
inferred← citeshttps://doi.org/10.1080/01443410.2019.1694646openalex-snapshot
Faking science: scientificness, credibility, and belief in pseudoscience
inferred← citeshttps://doi.org/10.1080/0161956x.2018.1449925openalex-snapshot
Reflections on Neuroscience in Teacher Education
inferred← citeshttps://doi.org/10.1080/02619768.2025.2562214openalex-snapshot
Exploring the paradox: teachers’ awareness of brain functions and the endorsement of neuromyths
inferred← citeshttps://doi.org/10.1080/02619768.2026.2703123openalex-snapshot
Prevalence of neuromyths among in-service preschool and primary school Romanian teachers
inferred← citeshttps://doi.org/10.1080/0267257x.2026.2657846openalex-snapshot
Neuromarketing myths: a conceptual framework and empirical insights
inferred← citeshttps://doi.org/10.1080/02673843.2025.2459330openalex-snapshot
Achieving the same educational opportunities for all: overcoming hoax interpretations of the PISA results
inferred← citeshttps://doi.org/10.1080/02783193.2013.829549openalex-snapshot
Left Brain vs. Right Brain: Findings on Visual Spatial Capacities and the Functional Neurology of Giftedness
inferred← citeshttps://doi.org/10.1080/03055698.2021.2025044openalex-snapshot
What the malleability of Kolb’s learning style preferences reveals about categorical differences in learning
inferred← citeshttps://doi.org/10.1080/08878730.2023.2214555openalex-snapshot
Exploring Changes in Teacher Self-Efficacy Through Neuroeducation Professional Development
inferred← citeshttps://doi.org/10.1080/09362835.2018.1480954openalex-snapshot
The brain and the US education system: Perpetuation of neuromyths
inferred← citeshttps://doi.org/10.1080/09500693.2024.2415094openalex-snapshot
Dissecting neuromyths in education: an analysis of educators, students, and parents in Taiwan
inferred← citeshttps://doi.org/10.1080/10382046.2024.2313332openalex-snapshot
Teacher students’ conceptions of geography and their sources
inferred← citeshttps://doi.org/10.1080/10494820.2017.1419495openalex-snapshot
Impact of learning styles on the community of inquiry presences in multi-disciplinary blended learning environments
inferred← citeshttps://doi.org/10.1080/14480220.2019.1576314openalex-snapshot
Misconceptions in the knowledge of tertiary exercise science and vocational fitness students
inferred← citeshttps://doi.org/10.1080/14927713.2022.2160787openalex-snapshot
Bridging brains: exploring neurosexism and gendered stereotypes in a mindsport
inferred← citeshttps://doi.org/10.1080/15248372.2018.1551219openalex-snapshot
Lessons for Successful Cognitive Developmental Science in Educational Settings: The Case of Executive Functions
inferred← citeshttps://doi.org/10.1080/1554480x.2025.2564357openalex-snapshot
The meshing hypothesis revisited: a quasi-experimental study of the impact of tailoring English instruction to learning styles on academic performance
inferred← citeshttps://doi.org/10.1080/17439884.2014.908907openalex-snapshot
Plasticity as a framing concept enabling transdisciplinary understanding and research in neuroscience and education
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